Drawing conclusions from evidence
Report on findings from enquiries using oral and written explanations, draw simple conclusions, make predictions, and suggest improvements
What a learner can do afterwards
- Write or present a clear report of findings from an investigation
- Draw a conclusion that answers the original question, supported by data
- Make a prediction for a new situation based on the results, and suggest improvements to the method
1 · Read
A science report tells or shows what happened in an investigation. Include your question, how you tested it and your results. Report what you observed, even if it differs from your prediction. Other people can then understand what you did.
A conclusion answers your question using the results. Sam asked which towel took up the most water in 10 seconds. His answer is B: 9 mL, compared with 5 mL and 6 mL. This does not show which towel is best for every job.
A prediction says what a new test might show. Sam predicts that a fresh piece of B may again take up the most water under the same conditions. His result gives him a reason, but he still needs to check. A prediction is not a measured result.
Suggest an improvement that fits your test. Use fresh, equal-sized towel pieces with the same amount of available water and the same soaking time. Repeat with several pieces of each towel. Compare the results to see whether the same towel usually takes up more.
Find the difference between two measurements by subtracting the smaller from the larger. B took up 9 mL and A took up 5 mL. Subtract 5 from 9 to get 4. B took up 4 mL more in this test.
Use your data to answer the question, predict what might happen next, and think of ways to make the test even better.
A report someone can check and When results surprise you are original readings written for this dataset.
More to read
A report someone can check
Imagine a class comparing a smooth track and a rough track. Which lets a toy car roll farther? They use the same car and ramp and release the car without a push. They measure its distance from the end of each track.
Their report gives the question, describes the test and records the distances. In this example, the car rolls 32 cm after the smooth track and 19 cm after the rough track.
Their conclusion says: 'The car rolled farther after the smooth track in our test. It travelled 32 cm compared with 19 cm.' The measurements support the answer. They do not show that every car will behave the same way.
The class predicts that another trial under the same conditions may give a similar result. They plan to repeat both trials and record all the distances. A reader can see what happened and what still needs checking.
When results surprise you
Before a test, you may predict what will happen. After the test, report what you actually observed. Keep these two things separate.
Imagine a pupil testing paper bridges. The pupil predicts that a longer bridge will hold more coins. In this example, the shorter bridge holds seven coins and the longer bridge holds four. The report should include both results. Leaving out the longer bridge would hide part of the investigation.
A conclusion can say that the shorter bridge held more coins in this test. It should not claim that every short bridge is stronger than every long bridge.
Next, check the method. Were the bridges made from the same paper? Were the coins placed in the same way? Repeat with fresh bridges and record the results. Unexpected results can help you find a new question.
2 · Watch
Take it off screen
Where it sits
Where this leads
8 questions wait behind this lesson, each with its answer explained. Every answer feeds the sky: stars light as they are learned, and dim when it is time to come back.